The Osage of the Flint Hills

Near Rosalia in east-central Butler County, there is a trail that crosses from east to west. It intersects with the California Trail and the Texas Cattle Trail. It passes by the town of Towanda, which stands on the edge of what was once the buffalo range

Art and Fear : an introduction.

Following the controversial reception of ‘La Procedure Silence’ (2000) Virilio felt the English translation of ‘Art and Fear’ needed an introduction to clarify his views on contemporary art, technology and the body. For Continuum, the success of output 1 made Armitage the obvious choice. Output 2 links CARcentre activities to Holocaust research at Northumbria. In 2007, the School of Arts and Social Sciences appointed Konopka-Klus (curator of the Auschwitz Museum) as Visiting Fellow, following a series of highly successful lectures on the role of art at the Auschwitz-Birkenau camp. This was organised as part of an interdisciplinary project that makes Northumbria the only UK University with formal links to Auschwitz, and with a Holocaust Studies module that offers field trips to Auschwitz as part of the syllabus. Whilst working on this output (and an associated study: ‘The Aesthetics of Auschwitz’, HTV 50, Amsterdam [2003]) Armitage helped Rowe develop a theoretical understanding of the politics of suffering, for an AHRC funded practice-led doctorate entitled: Communicating Pain: Can physical pain, especially gynaecological pain and its associated psychological effects, be communicated and understood through art? Armitage’s introduction complements studies such as Nicholas Zurbrugg’s ‘Hyperviolence and Hypersexuality: Paul Virilio’ (Eyeline, 45, autumn/winter 2001). The output led to Armitage being asked to be keynote speaker at ‘Paul Virilio und die Künste’, an international conference at the Zentrum für Kunst und Medientechnologie (ZKM), Karlsruhe, Germany, 2006. Armitage presented a paper entitled ‘Virilio Over Hypermodern America: On the Recent Art of Jordan Crandall, Joy Garnett, and Elin O’Hara Slavick’. The paper will shortly be published in an edited book by Peter Weibel, the Director of ZKM. It will also be entitled ‘Paul Virilio und die Künste’, and will be published in German, by ZKM, in collaboration with publishers Merve Verlag, in Berlin, December 2007

Children at Auschwitz

Auschwitz concentration camp was the largest camp established by the Nazis. The camp was in fact three main camps with different functions but with one main purpose: to force the prisoners to work. This well-known camp’s construction started in May of 1940 in Poland, which was annexed in 1939. Auschwitz would eventually be separated into three separate camps, Auschwitz I, Auschwitz II ( Auschwitz- Birkenua) and lastly Auschwitz III (Auschwitz- Monowitz).

Never again!: how the lessons from Auschwitz project impacts on schools in Scotland

As the education for citizenship agenda continues to impact on schools in Scotland, and with the Holocaust Educational Trust (HET) in conjunction with the Scottish Government organising its Lessons From Auschwitz Project for Scottish students and teachers until 2011, this study aimed to investigate the school processes by which students were chosen to participate in the Lessons From Auschwitz (LFA) project; examine student and teacher perceptions of the LFA Project; investigate the impact the LFA Project has on student citizenship values and on their schools and communities; and investigate the impact the LFA Project has on teachers

Message from Female Prisoner on FKL Auschwitz Stationery

Front: ‘F.K.L. Auschwitz’ printed in bold at top left; Back: handwritten message in pencil. Information Provided by Michael D. Bulmash: Frauen Konzentrationslager (FKL) Auschwitz/ Women’s Concentration Camp Auschwitz prisoner mail on camp stationery card. FKL Auschwitz was established as a subcamp of Frauen-Konzentrationslager Ravensbrueck housed at Auschwitz before becoming integrated with the Auschwitz camp proper at Birkenau (Auschwitz II). Stamp has been removed (censors did this to check for hidden messages) and another, uncanceled Mohemia Moravia applied. FKL imprinted covers are extremely scarce.https://digital.kenyon.edu/bulmash/2290/thumbnail.jp

Lettersheet from Auschwitz-Buna to Danzig with Scarce Censor

Letter with red postage stamp of Hitler in top right corner, titled Konzentrationslager Auschwitz in black ink in top left, two squares on back. Information Provided by Michael D. Bulmash: One of the three main camps of the Auschwitz system to be distinguished from Auschwitz I, the main camp; and Auschwitz II, the extermination center; Buna, (referred to variously as Auschwitz III, Buna or Monowitz-Buna), supplied slave labor for the I.G.Farben synthetic rubber complex, as well as other German industrial giants, including those owned by Krupp and Siemens. Primo Levi’s Survival in Auschwitz details his experience here. Double ring cancel Auschwitz-Oberschlesien 8-30-43, with camp censor marking: Gepruft 2 A.L. Buna A.L. is a reference to Buna’s origin as an Arbeitslager, or work camp before it metastasized into its own system with more than 40 sub-camps.https://digital.kenyon.edu/bulmash/2474/thumbnail.jp

Menorah Review (No. 46, Spring/Summer, 1999)

The Quintessential Other -- Were Jews Ignored by All? -- Critical Perspectives on Israel the 1990s: Politics, Society, Scholarship -- Early Spring -- From Auschwitz to Meaning Therapy -- Jews and Muslims Together -- Noteworthy Book

Seeing the world today from a different viewpoint: the impact of the lessons from Auschwitz project on schools in Scotland

Auschwitz remains the epitome of inhumanity and barbarism. In 2007, the Holocaust Educational Trust organised the first Lessons from Auschwitz (LFA) project for Scottish schools. Its participants were two plane-loads of Scottish pupils and teachers from 31 local authorities - typically two pupils from a school accompanied by a teacher. This research, funded by the Holocaust Educational Trust and the Pears Foundation, involved these participants being invited to complete an online questionnaire with selected follow-up interviews. The aims were to evaluate the LFA project and provide insight into the impact this project had on individuals, schools and communities. This paper will report on: Student evaluation of the LFA project; The impact of the LFA project on individuals, schools and local communities; Conclusions as to the value of the LFA project in Scotland